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Implications on Gender During the Pandemic
Abstract
The Novel Coronavirus has hardly left any corner of the society and economy untouched. Apparently, response to the pandemic across the globe and its impact on society and economy are clearly dependent on the pre-existing social economic and cultural setup of the nation. Among others, the fear of the pandemic reversing the state of human security achieved in the past two decades, stays strong, specifically the one associated with gender. In this context, the chapter taking the case of women working in the formal sector and those living in slums of informal settlement attempts to locate the gender response to human security in the urban setup of Bengaluru, India. The analysis based on field insights backed by secondary literature helps us to argue that gender dimensions of pandemic and its response indeed need due acknowledgement of the situation and also sensitization to prevent its multiplier effect in due course of time.KeywordsGenderPandemicCOVID-19Online teachingSanitation
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The COVID-19 crisis is a systemic human development crisis, compounding risks to progress towards gender equality. The pandemic and its consequences hit a world wealthier than ever but facing deep divides in human development. Some of the consequences of COVID-19 have had a greater impact on some countries and groups within countries, as pre-existing horizontal inequalities can magnify the effects of the crisis. Across several social, economic, and political dimensions, women and girls are disproportionately affected by the crisis simply because of their sex. The immediate effects of COVID-19 on gender inequality are already showing themselves in health and education, on the burden of unpaid care work and gender-based violence.
While the COVID-19 crisis affects everyone, women and girls face specific and often disproportionate economic, health, and social risks due to deeply entrenched inequalities, social norms, and unequal power relations. Understanding the gender-differentiated impacts of the COVID-19 crisis through sex-disaggregated data is fundamental to designing policy responses that reduce vulnerable conditions and strengthen women's agency, placing gender equality at their centre. This is not just about rectifying long-standing inequalities but also about building a more just and resilient world.
This paper presents a justification for the selection of indicators for the two dashboards, based on a comprehensive literature review, which give an overview of gender inequalities from the COVID-19 crisis that puts capabilities at risk as well as women's ability to face the effects of the pandemic and economic crisis. The first dashboard covers a set of indicators on capabilities at risk. The second dashboard depicts a series of measures of safe space, balanced care work, and the agency of women and girls.
In India, COVID-19 outbreak has been declared an epidemic in all its states and union territories. To combat COVID-19, the lockdown was imposed on 25th March 2020 which has adversely affected the education system in the country. It has changed the traditional education system to the Educational technologies (EdTech) Model, where teaching and assessments are conducted online. This research aims to identify the barriers faced by teachers during online teaching and assessment in different home environment settings in India.
Interpretative phenomenological analysis (IPA) of qualitative research methodology has been used in this research. The study was conducted among the teachers working in the government and private universities of Uttarakhand, India. Semi-structured in-depth interviews were conducted among 19 teachers to collect data regarding the barriers faced by them during online teaching and assessment. ATLAS.ti Version 8 was used to analyse the interview data.
The findings revealed four categories of barriers that are faced by teachers in online teaching and assessments. Under home environment settings, lack of basic facilities, external distraction, and family interruption during teaching and conducting assessments were major issues reported Institutional support such as the budget for purchasing advanced technologies, lack of training, lack of technical support, and lack of clarity & direction were also reported under institutional support. Teachers also faced technical difficulties. The difficulties were grouped under lack of technical support, it included lack of technical infrastructure, limited awareness of online teaching platforms, security concerns. Teachers' personal problem’s including lack of technical knowledge, negative attitude, course integration with technology, and lack of motivation is identified as the fourth category to damper their engagement in online teaching and assessments.
The purpose of this paper is to understand the technology adoption, teaching and learning process, student engagement and faculty experience towards virtual classrooms during Lockdown due to COVID 19, India. Inductive reasoning used in this study and qualitative research methods are used to collect the data from faculties associated with Higher education institutions in Bangalore and teaching courses such as PGDM, M.B.A, M.Com, M.C.A etc. The finding of the study suggests that during the lockdown period faculty have undergone the process of technology adoption and students are involved with various online modes of learning. There was lots of fear, anxiety and consciousness among students and faculty regarding COVID 19. This study is confined to the positive side of COVID 19 and change in the education sector by adapting to technology and engaging students with various virtual sessions. The current study is limited to the sample frame of 20faculty from Higher education institutions at Bangalore, India, hence finding of this study cannot be generalized for entire India. The emotions and perceptions of faculty towards the usage of technology and experience are different for different users. Even though COVID 19 has created cognitive dissonance in students and faculty mind towards various situations they have faced in their day to day life in association with the society, family, and teaching and learning. It has created the revolution in Indian higher education, as there was lots of resistance in teaching fraternity towards adapting to technology and virtual engagement of students. Due to the situation, most of the higher education in Bangalore has widely adopted the technology and students' involvement is more than the regular class engagement.
All countries comprising the south Asian region have responded in some measure to the challenges posed by violence against women in the region. However, what remains a matter of concern is the fact that apart from India, none of the other south Asian countries have adopted domestic violence legislation or made the necessary changes to anti-trafficking legislation. Progress to ensure security and a world without violence for women has been slow but its pace especially in the last decade has been heartening. Violence against women, as borne out by research from around the world, can be effectively combated if a healthy partnership prevails between women's groups and the state apparatus.
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